Benefits of Brief Memory Strategy Instruction with Goal-Setting and Positive Feedback
Poster Number
11C
Format
Poster Presentation
Faculty Mentor Name
Carla M. Strickland-Hughes
Faculty Mentor Department
Psychology
Graduate Student Mentor Name
Mercedes E. Ball
Graduate Student Mentor Department
Department of Public Health
Abstract/Artist Statement
While memory strategy instruction can improve memory performance, programs vary in their effectiveness, in terms of promoting meaningful memory improvement. Programs may be more effective when they teach multiple strategies (versus a single strategy), include non-strategy training elements (such as attention or relaxation exercises), or boost metacognition and beliefs about memory. The purpose of the present study was to test whether a memory strategy instruction would be more effective when it included goal-setting and positive feedback, by leading to a) better memory performance, b) greater use of memory strategies, and c) stronger commitment to the memory task. Preliminary results are available from a sample of 48 university students, randomly assigned to either a “Training Only” condition or a “Goals and Feedback” condition. During a one-hour Zoom interview session, all participants watched a 5-minute memory strategy video. Primary outcome measures (list recall, strategy use, task commitment) were measured thrice, once before the video and twice afterwards. Participants in the “Goals and Feedback” group, but not those in the “Training Only” group, received positively-framed objective performance feedback immediately after each memory test and set goals for memory improvement between trials. Additional data collection for these two conditions and a control condition without strategy instruction is underway. Preliminary analyses indicate that both groups demonstrated similar improvement in list recall from before training to the second trial, but, contrary to expectations, a trend suggested gains from the second to third trial were greater for the “Training Only” group. Further, both groups increased use of memory strategies following the training video, as indicated on a self-reported retrospective checklists. Importantly, the “Training Only” condition reported drops in their task commitment across the three trials, whereas the “Goals and Feedback” group maintained their levels of commitment. These results indicate that setting goals and receiving feedback may increase commitment to a task. However, benefits may not immediately translate to better performance, at least when training and testing is part of a brief, single experimental session. We speculate maintained task commitment could facilitate persistent effort, even with challenges, and lead to better memory performance over a longer term.
Location
Information Commons, William Knox Holt Memorial Library and Learning Center
Start Date
29-4-2023 10:00 AM
End Date
29-4-2023 1:00 PM
Benefits of Brief Memory Strategy Instruction with Goal-Setting and Positive Feedback
Information Commons, William Knox Holt Memorial Library and Learning Center
While memory strategy instruction can improve memory performance, programs vary in their effectiveness, in terms of promoting meaningful memory improvement. Programs may be more effective when they teach multiple strategies (versus a single strategy), include non-strategy training elements (such as attention or relaxation exercises), or boost metacognition and beliefs about memory. The purpose of the present study was to test whether a memory strategy instruction would be more effective when it included goal-setting and positive feedback, by leading to a) better memory performance, b) greater use of memory strategies, and c) stronger commitment to the memory task. Preliminary results are available from a sample of 48 university students, randomly assigned to either a “Training Only” condition or a “Goals and Feedback” condition. During a one-hour Zoom interview session, all participants watched a 5-minute memory strategy video. Primary outcome measures (list recall, strategy use, task commitment) were measured thrice, once before the video and twice afterwards. Participants in the “Goals and Feedback” group, but not those in the “Training Only” group, received positively-framed objective performance feedback immediately after each memory test and set goals for memory improvement between trials. Additional data collection for these two conditions and a control condition without strategy instruction is underway. Preliminary analyses indicate that both groups demonstrated similar improvement in list recall from before training to the second trial, but, contrary to expectations, a trend suggested gains from the second to third trial were greater for the “Training Only” group. Further, both groups increased use of memory strategies following the training video, as indicated on a self-reported retrospective checklists. Importantly, the “Training Only” condition reported drops in their task commitment across the three trials, whereas the “Goals and Feedback” group maintained their levels of commitment. These results indicate that setting goals and receiving feedback may increase commitment to a task. However, benefits may not immediately translate to better performance, at least when training and testing is part of a brief, single experimental session. We speculate maintained task commitment could facilitate persistent effort, even with challenges, and lead to better memory performance over a longer term.